Background: Teachers’ well-being is an essential but neglected quality determinant of education, especially so in semi-urban Osmanabad, India. Already-institutionalised asymmetries within public and private schools have created differences in stress, emotional robustness, and professional satisfaction. Burnout, described by a loss of emotional energy, cynicism in the workplace, and low occupational self-worth, has been recognised as a major problem, typically negatively correlated to job satisfaction. Objectives: The objectives of the present study were (1) to assess burnout and job satisfaction among secondary school teachers employed at the government and private schools in Osmanabad; (2) to identify institutional and psychosocial correlates that could be the contributing factors for the same; and (3) to find out the relationship between burnout and job satisfaction in these settings. Methods: The study was a comparative cross-sectional study that surveyed 60 teachers (30 government, 30 private), and the participants were selected using a stratified random sampling technique. Burnout and job satisfaction were quantitatively assessed by standardised scales, with a qualitative dimension provided by semi-structured interviews. The data was interpreted with the help of descriptive statistics, t-tests, and correlation analysis. Results: It was found that the teachers of the government sector experienced more emotional exhaustion and satisfaction related to job security and benefits. Private school teachers demonstrated more depersonalization and lower satisfaction with compensation, although they desired more curriculum autonomy. Burnout and job satisfaction had a significantly negative relationship (r = -0.67) to underline their mutual interrelationship. They provided rich qualitative accounts of shared concerns around recognition, work pressure, and emotional tiredness. Conclusions: The study highlights the importance of institutional culture and professional context